De Verwerving Van Morfologische Regels in Schrift

1998 ◽  
Vol 59 ◽  
pp. 67-87
Author(s):  
Marjolein van Dort-Slijper
Keyword(s):  
Empirical Data ◽  
Mother Tongue ◽  
Word Type ◽  
Production Task ◽  
Explicit Information ◽  
Syntactic Information ◽  
Grade 3

In order to provide textbook authors with empirical data on acquisition of written morphology of plural forms in nouns and verbs in Dutch, a study was undertaken in grade 3 and 4. Subjects individually completed a comprehension and a production task in which factors such as number (plural-singular), word type (nouns-verbs), and syntactic information about number (explicit information-no information) were systematically varied. It turned out that plural in nouns was easier than plural in verbs, plural with audible morphology was easier than plural with silent morphology, comprehension was easier than production, and syntactic information about number facilitates performance, especially in the production task. These findings are in line with findings for mother tongue speakers of English and French.

Under- and Over-Estimation

2011 ◽  
Vol 58 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Virginie Crollen ◽  
Julie Castronovo ◽  
Xavier Seron
Keyword(s):  
Empirical Data ◽  
Accurate Estimation ◽  
Numerical Estimation ◽  
Production Task ◽  
Estimation Task ◽  
Reproduction Task ◽  
Perception Task ◽  
Adult Participants ◽  
Mapping Hypothesis ◽  
Task Perception

Over the last 30 years, numerical estimation has been largely studied. Recently, Castronovo and Seron (2007) proposed the bi-directional mapping hypothesis in order to account for the finding that dependent on the type of estimation task (perception vs. production of numerosities), reverse patterns of performance are found (i.e., under- and over-estimation, respectively). Here, we further investigated this hypothesis by submitting adult participants to three types of numerical estimation task: (1) a perception task, in which participants had to estimate the numerosity of a non-symbolic collection; (2) a production task, in which participants had to approximately produce the numerosity of a symbolic numerical input; and (3) a reproduction task, in which participants had to reproduce the numerosity of a non-symbolic numerical input. Our results gave further support to the finding that different patterns of performance are found according to the type of estimation task: (1) under-estimation in the perception task; (2) over-estimation in the production task; and (3) accurate estimation in the reproduction task. Moreover, correlation analyses revealed that the more a participant under-estimated in the perception task, the more he/she over-estimated in the production task. We discussed these empirical data by showing how they can be accounted by the bi-directional mapping hypothesis ( Castronovo & Seron, 2007 ).

De Verwerving van Morfologische Regels in Schrift

1998 ◽  
Vol 60 ◽  
pp. 87-100
Author(s):  
Marjolein van Dort-Slijper ◽  
Gert Rijlaarsdam ◽  
Maaike Ditzel
Keyword(s):  
Empirical Data ◽  
Cognitive Task ◽  
Empirical Studies ◽  
Production Task ◽  
Grammatical Function ◽  
Reading And Writing ◽  
Stressed Syllable ◽  
Special Case ◽  
Grammatical Functions

In order to provide authors of text books with empirical data on the acquisition in Dutch of written morphology in nouns, verbs and adjectives, several empirical studies were undertaken. In this article, the second study is reported on the performance of the morpheme -en in a special case of adjectives in Dutch: material adjectives such as 'gouden' (gold). The study tried to determine factors which affect the performance in reading and writing. Factors involved were two interference factors (plural in adjacent nouns; normal adjectives), cognitive task (comprehension versus writing) and two syntactic factors (grammatical function and position in the sentence of the constituent. Subjects (n=80, grades 6 and 7, from four schools) individually completed a comprehension and a production task in which factors were systematically varied. No effects of cognitive task were observed. Therefore only results for the production task were reported in detail. It turned out that material adjectives were more difficult than normal adjectives, and that within the category of material adjectives two subcategories should be distinguished, the easier one in which the morpheme is preceded by a stressed syllable as in 'gouden', and the more difficult one in which this is not the case, as in 'zilveren'. Of the two syntactic factors, only the grammatical function seems to affect the performance: adjectives in constituents with subject function were more difficult than adjectives with other grammatical functions; interactions between group and category of adjectives were found. Of the two interference factors, both factors seemed to affect performance.

scholarly journals REVISITING STAKEHOLDERS’ ATTITUDE TOWARDS MTB-MLE AND ELT

2020 ◽  
pp. 81-91
Author(s):  
Nimfa G. Dimaculangan ◽  
Marie Ann Gonzales
Keyword(s):  
English Language ◽  
Positive Impact ◽  
Mother Tongue ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Program ◽  
Global Competitiveness ◽  
Multilingual Education ◽  
Grade 3 ◽  
Global Language

A number of studies on the Filipinos’ attitude towards the Philippine official languages and on code-switching have been done; nonetheless, very few studies on attitude towards the Mother Tongue Based Multilingual Education (MTB-MLE) language program after its implementation in 2013 have been conducted. This paper presents selected stakeholder participants’ attitude towards the language program in relation to English language teaching (ELT) and learning after about seven years of its implementation, and now that it may be suspended through House Bill No. 6125 or the Act Suspending the Implementation of the Use of Mother Tongue as the Medium of Instruction for Kindergarten to Grade 3 as suggested by a prestigious national linguistic organization[13]. The writer’s self-designed attitude questions which were patterned after the language attitude questions [21] were used to gather data through interview. Analysis revealed that four out of six participants had a positive attitude towards MTB-MLE; two were undecided about their perception and attitude; however, three among the six did not fully understand the program. The participants supported ELT and acknowledged the role of English as the global language; nonetheless, they were uncertain as to whether or not MTB-MLE would have a positive impact on ELT and on global competitiveness. KEYWORDS: Attitude, Bilingualism, English proficiency, English Language Teaching (ELT), Language of Instruction (LOI), Mother Tongue Based-Multilingual Education MTB-MLE), Multilingualism.

Formulaic and proceduralised language in the initial and advanced stages of learning French

2012 ◽  
Vol 3 (1) ◽  
pp. 93-113
Author(s):  
Richard J. Towell
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Data ◽  
Memory Systems ◽  
Advanced Learners ◽  
Syntactic Information ◽  
Advanced Stages ◽  
Multiple Case ◽  
Multiple Case Studies ◽  
Stages Of Learning

This article is based on the model of SLA presented in Approaches to Second Language Acquisition (Towell & Hawkins 1994). It begins by presenting that view in summarised form. It then looks at four sets of empirical data drawn from two longitudinal multiple case studies and interprets the evidence in the light of the particular approach. The first two deal with learners in the initial stages of learning and show how they have to store formulaic knowledge in order to be able to extract syntactic information. The second two deal with advanced learners and show how they have to chunk and proceduralise intermediate knowledge in order to be able to develop both their knowledge and their fluency. The study of the advanced learners shows, however, that they do not become either as knowledgeable or as fluent in the L2 as they are in the L1. An interpretation of that evidence within the model offered suggests that this is because their L2 is based on a multiplicity of knowledge sources and that processing this kind of knowledge is more demanding of the memory systems than acquiring knowledge of and the ability to process the L1.

scholarly journals A Mobile-Assisted Learning Application of Mother Tongue for Grade 3

2019 ◽  
Vol 178 (22) ◽  
pp. 15-18
Author(s):  
Karl Vincent ◽  
Jessa Joy ◽  
Charry Ann ◽  
Hanzrick G.
Keyword(s):  
Mother Tongue ◽  
Grade 3

scholarly journals Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children

2019 ◽  
Author(s):  
Xenia Schmalz ◽  
Eva Marinus ◽  
Anne Castles
Keyword(s):  
Reading Ability ◽  
Response Times ◽  
Low Frequency ◽  
Word Type ◽  
Direct Access ◽  
Decision Task ◽  
Learning To Read ◽  
Phonological Decoding ◽  
Lexical Decisions ◽  
Grade 3

Learning to read fluently involves moving from an effortful phonological decoding strategy to automatic recognition of familiar words. However, little is known about the timing of this transition, or the extent to which children continue to be influenced by phonological factors when recognizing words even as they progress in reading. We explored this question by examining regularity effects in a lexical decision task, as opposed to the more traditionally used reading-aloud task. Children in Grades 3 and 4 made go/no-go lexical decisions on high- and low-frequency regular and irregular words that had been matched for consistency. The children showed regularity effects in their accuracy for low-frequency words, indicating that they were using phonological decoding strategies to recognize unfamiliar words. The size of this effect was correlated with measures of reading ability. However, we found no regularity effects on accuracy for high-frequency words or on response times for either word type, suggesting that even 8-year-old children are already relying predominantly on a direct lexical strategy in their silent reading of familiar words.

scholarly journals PRESERVING THE TINGUIAN CULTURAL HERITAGE: MOTHER TONGUE-BASED MULTI-LINGUAL EDUCATION AS TOOL

2016 ◽  
Vol 2 (01) ◽  
pp. 79
Author(s):  
Elizabeth Valera
Keyword(s):  
Public Schools ◽  
Cultural Heritage ◽  
Heritage Language ◽  
Mother Tongue ◽  
First Language ◽  
Department Of Education ◽  
Language And Culture ◽  
Multilingual Education ◽  
Interview Guide ◽  
Grade 3

Cultural heritage is important to people’s identity and character.Preserving the culture is therefore very important for the future generations. The Tinguians who are the natives of Abra Province have their own culture which is distinct from other Filipino ethnolinguistic groups. Studies on the Tinguians however, show that many of their customs, traditions, practices and beliefs are no longer observed or done. To develop socio-cultural awarenesswhich enhances the pride of the learner’s heritage, language and culture,the Department of Education has institutionalized the Mother Tongue-Based Multilingual Education as its fundamental educational policy and program. This study which is a qualitative research aimed to determine how the program helps in the preservation of the Tinguian culture. The interview guide was used to gather data from the teachers, and officials of the selected public schools in Tinguian communities where the program was piloted.These were complemented by the observations of the researchers when they visited the schools. Based on the findings of the study, the first language or mother tongue of the learners is Ilocano thus the medium of instruction for kindergarten to Grade 3 is Ilocano; some of the teachers are not Tinguians and cannot speak the dialect; there is no working orthography of the Tinguian dialects; there are no available teachers guide, reading and instructional materialsin Tinguian; many of the learners whose parents are Tinguians speak Ilocano with their friends and classmates.

scholarly journals Newspaper reading habits of Hungarians in Transylvania.

2003 ◽  
Vol 1 (1) ◽  
pp. 113-131
Author(s):  
Tivadar Magyari
Keyword(s):  
Mass Media ◽  
Everyday Life ◽  
Empirical Data ◽  
Mother Tongue ◽  
Current Situation ◽  
Media Consumption ◽  
Basic Form ◽  
Reading Habits ◽  
Local Newspaper ◽  
The Everyday

The approximately one million and a half Hungarians in Romania use primarily the mass media accessible in their mother tongue. In his present study, Magyari Tivadar investigates on the basis of empirical data how Hungarians from Transylvania relate to the written press. The analysis reveals the details of the typical lecture act: reading the local newspaper. This constitutes one of the most widespread habitual acts of the Hungarian community from Transylvania, the basic form of media-consumption. It is a tradition for decades, a part of the everyday life. The author constructs a typology of readers, presenting the current situation of the publications and their perspectives for the future

scholarly journals Investigating Error in Written English Sentences: A case study Indonesia EFL Students

2020 ◽  
Vol 1 (1) ◽  
pp. 8-16
Author(s):  
Ahmad Sunandar ◽  
Ratna Susanti
Keyword(s):  
Qualitative Research ◽  
Empirical Data ◽  
Medical Records ◽  
Mother Tongue ◽  
Interference Effects ◽  
Grammatical Errors ◽  
Causes Of Errors ◽  
Efl Students ◽  
Word Translation

This research was conducted to find out the students’ gram-matical errors in writing and focused on the types of errors found in 20 writ-ten sheets of students’ descriptive text given as a part of the assignment of the second semester of Polytechnic Indonusa Surakarta majoring in Medical Records Program Study.Method: This research used qualitative research to collect empirical data from the students’ written works. Results: In this re-search, it was found that 1) in investigating types of grammatical errors in students’ written works, it can be inferred that there are 417 errors that oc-curred in students’ written works. It was found 40 types of grammatical er-rors in this study. 2) In figuring out how mother tongue interference effects on students’ written works. It was found 66 or 15.83% was caused by mother tongue interference or interlingual errors. Errors due to mother tongue in-terference were categorized into three: (i) word-by-word translation, it was found 14 or 21% errors, (ii) using Indonesian construction in English, it was counted 21 or 32%, (iii) using adjectives as main verbs, 31 or 47% errors were found. 3) In revealing why such errors occur in students’ written works. We found two general causes of errors in students’ written works. Conclu-sions: The total grammatical errors found in students’ written works were 417 errors, 351 (84.17%) errors were caused by intralingual errors, and 66 (15.83%) errors were caused by interlingual errors.

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